Rethinking Media Literacy 2025

State of media and information literacy1 More than ever before, people around the world require critical thinking skills to access and assess reliable information. There are various definitions and interpretations of what constitutes media and information literacy, ranging from media literacy to digital education. UNESCO defines MIL as an umbrella concept stressing the interrelatedness of competencies related to information, particularly in media. These include: human rights literacy (focusing on the right to freedom of expression as an individual’s right to communicate, seek and receive information and opinions); news literacy (which includes literacy about ethics and standards in journalism); advertising literacy; computer literacy; understanding of the so-called “attention economy”; intercultural literacy; privacy literacy; and so forth.6 Today, AI literacy is also essential, given its growing role in shaping and disseminating information. Additionally, different forms of literacy, such as visual, information, media, technology and foundational reading and writing, each offer distinct affordances and contribute in unique ways to how individuals engage with, interpret and respond to information. Recognizing and clarifying these differences is critical to understanding the specific functions and impacts of media literacy interventions. MIL is concerned with a range of issues, including: people’s understanding of content, how it is created and distributed, and by whom; how people make use of information (or not) and how they interact with libraries, the media and technology services (or don’t); what knowledge, expertise, perspectives and approaches people need to evaluate information effectively; and how people can manage their engagement with information to achieve desired goals and objectives in their political, economic, social and cultural lives.7 In the digital age, MIL includes the fundamental skill set necessary for active participation using digital technologies, critical thinking, democratic engagement and intercultural understanding. The core competencies of MIL may be categorized as: –Understanding how information, media and digital communications can play a role in sustainable development and democracy –Understanding content and its various uses –Evaluation of information and media content, as well as media and information providers, for effectiveness, efficiency and the real-world implementation of ethical standards –Comprehending the socio-cultural context of information, media and digital content –Promoting MIL among learners/citizens and managing the necessary changesThe importance of enhancing skills, knowledge and competencies in MIL has been widely recognized in international instruments, highlighting it as a key priority in the global fight against mis- and disinformation as well as hate speech and other online harms. The Pact for the Future adopted at the UN Summit of the Future in September 2024 positions MIL as an essential tool for promoting information integrity and fostering inclusive, resilient and informed societies.5 At the United Nations Educational, Scientific and Cultural Organization (UNESCO), MIL is a flagship programme and a vital contributor to sustainable development, information integrity and effective global governance of digital platforms. UNESCO has been the leading international organization in defining and expanding the scope of MIL and its essential competencies across the globe. 1.1 How to define media and information literacy Rethinking Media Literacy: A New Ecosystem Model for Information Integrity 7